This book is an investigation of how societies have understood and described themselves. It is concerned both with the history of language and the language of history. The chapters include studies of societies in Germany, China, USA and India, pre-revolutionary France and 19th-century Britain and America. The author examines how political declarations and manifestos relate to the societies from which they emanated and for which they aimed to legislate. Words such as "liberty" and "equality" have to be understood in a limited sense in the French and American revolutions, but it would be impossible to understand these events without recourse to these resonant concepts. The essays in this book explore the difficulties and the possibilities in understanding language as historical evidence.

How, as historians, should we 'read' a film? Histories on Screen answers this and other questions in a crucial volume for any history student keen to master source use. The book begins with a theoretical 'Thinking about Film' section that explores the ways in which films can be analyzed and interrogated as either primary sources, secondary sources or indeed as both. The much larger 'Using Film' segment of the book then offers engaging case studies which put this theory into practice. Topics including gender, class, race, war, propaganda, national identity and memory all receive good coverage in what is an eclectic multi-contributor volume. Documentaries, films and television from Britain and the United States are examined and there is a jargon-free emphasis on the skills and methods needed to analyze films in historical study featuring prominently throughout the text. Histories on Screen is a vital resource for all history students as it enables them to understand film as a source and empowers them with the analytical tools needed to use that knowledge in their own work.

This book sets out to explore the questions how democracies decide which lives should be protected, how these lives are defended, and how they are distinguished from the lives that can be lost without mourning. The author analyzes through a range of political and philosophical issues the contemporary just war literature. She emphasizes the problem of human rights, the biopolitics of democratic welfare regimes, and the relationship between the aesthetic value of the visual world and the discursive value of democratic politics. In doing so, the book questions standard conventions about the right to kill in warfare, and challenges some of our basic assumptions about the justice of democratic welfare regimes.

In The Extraordinary Journey of David Ingram, author Dean Snow rights the record on a shipwrecked sailor who traversed the length of the North American continent only to be maligned as deceitful storyteller. In the autumn of 1569, a French ship rescued David Ingram and two other English sailors from the shore of the Gulf of Maine. The men had walked over 3000 miles in less than a year after being marooned near Tampico, Mexico. They were the only three men to escape alive and uncaptured, out of a hundred put ashore at the close of John Hawkins's disastrous third slaving expedition. A dozen years later, Ingram was called in for questioning by Francis Walsingham, Queen Elizabeth's spymaster. In 1589, the historian Richard Hakluyt published his version of Ingram's story based on the records of that interrogation. For four centuries historians have used that publication as evidence that Ingram was an egregious travel liar, an unreliable early source for information about the people of interior eastern North America before severe historic epidemics devastated them. In The Extraordinary Journey of David Ingram, author and recognized archaeologist Dean Snow shows that Ingram was not a fraud, contradicting the longstanding narrative of his life. Snow's careful examination of three long-neglected surviving records of Ingram's interrogation reveals that the confusion in the 1589 publication was the result of disorganization by court recorders and poor editing by Richard Hakluyt. Restoration of Ingram's testimony has reinstated him as a trustworthy source on the peoples of West Africa, the Caribbean, and eastern North America in the middle sixteenth century. Ingram's life story, with his long traverse through North America at its core, can now finally be understood and appreciated for what it was: the tale of a unique, bold adventurer.

This book centers on two inquisitorial investigations, both of which began in the 1540s. One involved relations of Europeans and Native Americans in the Oaxacan town of Yanhuitlan (in New Spain, today's Mexico). The other involved relations of Moriscos (recent Muslim converts to Catholicism) and Old Christians (people with deep Catholic ancestries) in the Mediterranean kingdom of Valencia (in the "old" Spain). Although separated by an ocean, the social worlds preserved in these inquisitorial files share many things. By bringing the two inquisitions together, Hamann reveals how very local practices and debates had long-distance parallels, parallels that reveal larger entanglements of the early modern world. Through a dialogue of two microhistories, he presents a macrohistory of large-scale social transformation. We see how attempts in both places to turn old worlds into new ones were centered on struggles over materiality and temporality. By paying close attention to theories (and practices) of reduction and conversion, Hamann suggests we can move beyond anachronistic models of social change as colonization, and place early modern concepts of time and history at the center of our understandings of the sixteenth-century past. Overall, this project intervenes in major debates from both history and anthropology: about the writing of global histories, our conceptualizations of the colonial, the nature of religious and cultural change, and the roles of material things in social life and the imagination of time.

Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World examines the ways material things-objects and pictures-were used to reason about issues of morality, race, citizenship, and capitalism, as well as reality and representation, in the nineteenth-century United States. For modern scholars, an "object lesson" is simply a timeworn metaphor used to describe any sort of reasoning from concrete to abstract. But in the 1860s, object lessons were classroom exercises popular across the country. Object lessons helped children to learn about the world through their senses-touching and seeing rather than memorizing and repeating-leading to new modes of classifying and comprehending material evidence drawn from the close study of objects, pictures, and even people. In this book, Sarah Carter argues that object lessons taught Americans how to find and comprehend the information in things-from a type-metal fragment to a whalebone sample. Featuring over fifty images and a full-color insert, this book offers the object lesson as a new tool for contemporary scholars to interpret the meanings of nineteenth-century material, cultural, and intellectual life.

Robert Rosenstone was among the first 'postmodern' historians, and remains one of the most renowned. In this honest, revealing and often funny memoir, he shows us how he got there and why. Adventures of a Postmodern Historian chronicles Rosenstone's research journeys over half a century. Beginning in the 1960s, his offbeat trajectory took him on adventures through the police states of Franco Spain and the Soviet Union, to the Shinto shrines and Zen temples of Japan and ultimately to Hollywood. Alongside his own memoirs, Rosenstone reflects upon developments and changes within the realm of professional history, which in turn reflect the social, cultural, and intellectual shifts of the late 20th century. A pioneer of experimental and creative history, he suggests how the experience of the historian can inflect the written history, and provides a defence of innovation in historical writing that is both intellectually rigorous and entertaining. In doing so he offers a window into the state of history today - and points to exciting new ways of writing the past. This is a book about the craft of history, about both doing research and writing it. It should be required reading for all historians.

'The most important book of the Trump era' The Economist How does a democracy die? What can we do to save our own? What lessons does history teach us? In the 21st century democracy is threatened like never before. Drawing insightful lessons from across history - from Pinochet's murderous Chilean regime to Erdogan's quiet dismantling in Turkey - Levitsky and Ziblatt explain why democracies fail, how leaders like Trump subvert them today and what each of us can do to protect our democratic rights. 'This book looks to history to provide a guide for defending democratic norms when they are under threat, and finds that it is possible to fight back.' David Runciman 'A useful primer on the importance of norms, institutional restraints and civic participation in maintaining a democracy - and how quickly those things can erode when we're not paying attention' President Barack Obama 'A must-read' Andrew Marr, Sunday Times 'The greatest of the many merits of Levitsky and Ziblatt's How Democracies Die is their rejection of western exceptionalism. They tell inspiring stories I had not heard before' Nick Cohen, Observer 'Provocative, timely. One of my favourite reads this year' Elif Shafak 'Anyone who is concerned about the future of democracy should read this brisk, accessible book. Anyone who is not concerned should definitely read it' Daron Acemoglu, co-author of Why Nations Fail

Sources are the raw material of History, but whereas the written word has traditionally been seen as the principal source, historians now recognize the value of sources beyond text. In this new edition of History and Material Culture, contributors consider a range of objects - from an eighteenth-century bed curtain to a twenty-first-century shopping trolley - which can help historians develop new interpretations and new knowledge about the past. Containing two new chapters on healing objects in East Africa and the shopping trolley in the social world, this book examines a variety of material sources from around the globe and across centuries to assess how such sources can be used to study the distant and the recent past. In a revised introduction, Karen Harvey discusses some of the principal issues raised when historians use material culture, particularly in the context of 'the material turn', and suggests some initial steps for those unfamiliar with these kinds of sources. While the sources are discussed from interdisciplinary perspectives, the emphasis of the book is on what historians stand to gain from using material culture, as well as what historians have to offer the broader study of material culture. Clearly written and accessible, this book is the ideal introduction to the opportunities and challenges of researching material culture, and is essential reading for all students of historical theory and method.

The book brings together many recent trends in writing history under a common framework: thinking history globally. By thinking history globally, the book explains, applies, and exemplifies the four basic strategies of analysis, the big C's: comparing, connecting, conceptualizing, and contextualizing, using twelve different branches of history.

The public enjoys considering questions like, did aliens visit ancient civilizations? Could Jesus have fathered a dynasty? Did people of the ancient world visit the Americas centuries before Columbus? Such wonderings have spawned countless books, movies and television series, but very often missing is any actual evidence behind the claims. According to many writers and TV hosts, evidence for ancient astronauts or early transatlantic voyages can be found in ancient texts. But too often sources remain obscure and some writers have altered or fabricated texts to make their case for extraterrestrials and lost civilizations. This book examines more than 130 primary sources texts used to make the case for Atlantis, aliens, fallen angels, the Great Flood, giants, transatlantic voyagers, ancient high technology and many other mysteries. The texts covered reach as far back as ancient Egypt and come from cultures as diverse as Greece, Mexico and China. English translations are presented with explanatory notes showing how these texts have been used and abused to make entertaining claims about prehistory.

This book is proposed as a contribution to postcolonial critiques of the colonial and postcolonial exotic. It investigates the exotic as a representation of colonial cultural difference in colonial discourse, culture and history, and its oppositional rewritings in postcolonial thought and literature. Its analyses of the exotic include classical Arabo-Islamic ethnographic texts, Marco Polo's and Mandeville's travel accounts, Shakespeare's The Tempest, Montesquieu's Lettres Persanes, and a variety of colonial and postcolonial texts. Its Deconstructive approach to the exotic breaks new grounds of analysis beyond the Saidian problematic of "Orientalism", Homi Bhabha's intervention on the exotic, Hegel's Master/Slave dialectic, Michel Foucault's archaeology of Western cultural history, and Sartre's theorization of the "gaze" and its underlying Phenomenological subject. The scope of critical discussions of the exotic in this book includes - apart from Western cultural history - postmodern and postcolonial critiques of the colonial Other and exotic, and anthropological and philosophical discussions of the exotic. While tracing the divided inscription of the exotic as a colonial subject with reference to Shakespeare's The Tempest, the author throws into question l'Exote and the exotic Other as problematic subject positions for reading and rewriting the exotic in cultural history, and the double binds of counter-Exoticist discourses.

This classic introduction to the study of history invites the reader to stand back and consider some of its most fundamental questions – what is the point of studying history? How do we know about the past? Does an objective historical truth exist and can we ever access it?

In answering these central questions, John Tosh argues that, despite the impression of fragmentation created by Postmodernism in recent years, history is a coherent discipline which still bears the imprint of its nineteenth-century origins. Consistently clear-sighted, he provides a lively and compelling guide to a complex and sometimes controversial subject, while making his readers vividly aware of just how far our historical knowledge is conditioned by the character of the sources and the methods of the historians who work on them.

History does not stand still, and this updated seventh edition deals with complex and wide-ranging material in a clear and accessible way that is up-to-date with current historiographical trends. A fuller treatment is given to the importance of digitization both in the section on source criticism and in relation to public history, reflecting its growing importance within historical study. Both the text and references have been expanded to include a fuller range of both American and global scholarship, and the book concludes with a forthright reminder that historical perspective illuminates major problems in the present.

Lucid and engaging, this edition retains the user-friendly features that make it a favourite with both students and lecturers, including marginal glosses, illustrations and suggestions for further reading. Along with its companion website, this is an essential guide to the theory and practice of history.

Table of Contents

1. Historical Awareness

2. The Uses of History

3. Mapping the Field

4. The Raw Materials

5. Using the Sources

6. Writing and Interpretation

7. The Limits of Historical Knowledge

8. History and Social Theory

9. Cultural Evidence and the Cultural Turn

10. Gender History and Postcolonial History

11. Memory and the Spoken Word

12. History Beyond Academia

13. Conclusion: The Topicality of History

Roundly praised for its pragmatic and accessible approach, the first edition of Using Digital Humanities in the Classroom became a go-to guide for experienced digital humanists and novices alike. Retaining the original's clear, pedagogically grounded approach, this second edition continues its good work in helping a fresh wave of scholars to use digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this book - updated throughout and with a significant amount of new material - provides readers with an up-to-date set of recommendations and further critical commentary on current debates in DH pedagogy. As well as updating topics such as finding, evaluating and using digital resources; syllabus design; technological troubleshooting; and using digital tools for collaborative projects and groupwork, new features of the second edition include: - A brand-new Preface - New chapters on 'Crafting Your DH Pedagogical Philosophy' and 'DH Beyond the Classroom' - New sections on tricky course setups; teaching students with learning differences; and vlogging and digital storytelling - A new 'advanced activities' section, for the more experienced instructor Bringing you up-to-date with current digital teaching methods, resources and activities, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.

On April 21, 1971, hundreds of Vietnam veterans fell asleep on the National Mall, wondering whether they would be arrested by daybreak. Veterans had fought the courts for the right to sleep in public while demonstrating against the war. When the Supreme Court denied their petition, they decided to break the law and turned sleep into a form of direct action. During and after the Second World War, military psychiatrists used sleep therapies to treat an epidemic of "combat fatigue." Inducing deep and twilight sleep in clinical settings, they studied the effects of war violence on the mind and developed the techniques of brainwashing that would weaponize both memory and sleep. In the Vietnam War era, radical veterans reclaimed the authority to interpret their own traumatic symptoms-nightmares, flashbacks, insomnia-and pioneered new methods of protest. In Fighting Sleep, Franny Nudelman recounts the struggle over sleep in the postwar world, revealing that sleep was instrumental to the development of military science, professional psychiatry, and antiwar activism. Traversing the fields of military and mainstream psychiatry, popular and institutional film, documentary sound technology, brain warfare, and postwar social movements, she demonstrates that sleep-far from being passive, empty, or null-is a site of contention and a source of political agency.

Why did Machiavelli write the Prince - and why did religious and political authorities find it so threatening? Five hundred years on, this book tries to answer these questions. In the first detailed, chapter-by-chapter reading of the Prince in any language, Erica Benner shows that the book is a masterpiece of ironic writing. Machiavelli's style is deliberately ambiguous: he often seems to say one thing, but gives readers clues that point toward a very different message. Beyond its 'Machiavellian' surface, the Prince has a surprisingly moral purpose. It teaches readers how to recognize hidden dangers in political conduct that merely appears great or praiseworthy - and to mistrust promises of easy solutions to political problems. This highly engaging new interpretation helps readers to see beyond the Prince's deceptive first appearances. Benner sets out Machiavelli's main ironic techniques at the outset, especially his coded use of words to signal praise or blame. Once readers become familiar with these codes, they will find it easier to grasp the Prince's surreptitiously pro-republican message - and its powerful critique of charismatic one-man rule and imperial politics.

This comparative analysis argues that there were four or, more likely, five major turning points of world history, whose lasting effects are being felt to this day. These turning points show striking resemblances to each other: An apparently coherent community of shared convictions and a shared way of life splits unexpectedly in two, with one section swerving off on the road to a radically new set of values. This has probably been true of the rise of monotheism in opposition to the existing polytheistic norms of Oriental cultures. It has been true of the primitive Christian Church breaking away from Judaism. It was true of the Protestants breaking away from Rome. It also has been true for two secular revolutions: the independence of the United States of America inventing the republican order of representative democracy, and the Russian Revolution, when the revolutionaries decided to give up on peaceful socialism and resort to violence.

The volume takes a historical approach to examine how biography has been used throughout history. It gives readers a real sense of the history of the relationship between history and biography. Useful for historians and students as it looks at different, emerging Schools of biography in the present day, allowing the complexity of the practice in the present day to be easily understood by the reader. It covers a large range of issues that historians have faced over time when using biography - such as used the problems of evidence, the subject matter, the methodological robustness and inclusiveness of biographical practice, pluralism and non-Western biographical principles and representativeness which allows the reader to get a sense of the wide range of issues that are addressed when thinking about history and biography.

Paper has been the material of bureaucracy, and paperwork performs functions of order, control, and surveillance. Knowledge Making: Historians, Archives and Bureaucracy explores how those functions transform over time, allowing private challenges to the public narratives created by institutions and governments. Paperwork and bureaucratic systems have determined what we know about the past. It seems that now, as the digital is overtaking paper (though mirroring its forms), historians are able to see the significance of the materiality of paper and its role in knowledge making - because it is no longer taken for granted. The contributors to this volume discuss the ways in which public and private institutions - asylums, hospitals, and armies - developed bureaucratic systems which have determined the parameters of our access to the past. The authors present case studies of paperwork in different national contexts, which engage with themes of privacy and public accountability, the beginning of record-keeping practices, and their 'ends', both in the sense of their purposes and in what happens to paper after the work has finished, including preservation and curation in repositories of various kinds, through to the place of paper and paperwork in a 'paperless' world. The chapters in this book were originally published in a special issue of Rethinking History: The Journal of Theory and Practice.

How does the contemporary reader make sense of the life and writings of such an icon as Dietrich Bonhoeffer? The essays in this volume seek to address this question by carefully examining the social, cultural, religious and intellectual locations that inform the Sitz im Leben of a vast readership of Bonhoeffer. The focus of each of the essays is thus on the task of articulating and clarifying a hermeneutically self-conscious and responsible approach to interpreting and understanding Bonhoeffer. The authors come from widely divergent backgrounds, both geographically and intellectually, and therefore offer a wide spectrum of dialogue. Methods and approaches examined in the essays discuss themes such as gender, religion, race, ecology, politics, philosophy, literature among others.

For the 21st century, the often-quoted citation 'past is prologue' reads the other way around: The global present lacks a historical narrative for the global past. Focussing on a transcultural history, this book questions the territoriality of historical concepts and offers a narrative, which aims to overcome cultural essentialism by focussing on crossing borders of all kinds. Transcultural History reflects critically on the way history is constructed, asking who formed history in the past and who succeeded in shaping what we call the master narrative. Although trained European historians, the authors aim to present a useful approach to global history, showing first of all how a Eurocentric but universal historiography removed or essentialised certain topics in Asian history. As an empirical discipline, history is based on source material, analysed according to rules resulting from a strong methodological background. This book accesses the global past after World War I, looking at the well known stage of the Paris Peace Conferences, observing the multiplication of new borders and the variety of transgressing institutions, concepts, actors, men and women inventing themselves as global subjects, but sharing a bitter experience with almost all local societies at this time, namely the awareness of having relatives buried in far distant places due to globalised wars.

How does the historian approach memory and how do historians use different sources to analyze how history and memory interact and impact on each other? Memory and History explores the different aspects of the study of this field. Taking examples from Europe, Australia, the USA and Japan and treating periods beyond living memory as well as the recent past, the volume highlights the contours of the current vogue for memory among historians while demonstrating the diversity and imagination of the field. Each chapter looks at a set of key historical and historiographical questions through research-based case studies: How does engaging with memory as either source or subject help to illuminate the past? What are the theoretical, ethical and/or methodological challenges that are encountered by historians engaging with memory in this way, and how might they be managed? How can the reading of a particular set of sources illuminate both of these questions? The chapters cover a diverse range of approaches and subjects including oral history, memorialization and commemoration, visual cultures and photography, autobiographical fiction, material culture, ethnic relations, the individual and collective memories of war veterans. The chapters collectively address a wide range of primary source material beyond oral testimony - photography, monuments, memoir and autobiographical writing, fiction, art and woodcuttings, 'everyday' and 'exotic' cultural artefacts, journalism, political polemic, the law and witness testimony. This book will be essential reading for students of history and memory, providing an accessible guide to the historical study of memory through a focus on varied source materials.

Traumagenic events-episodes that have caused or are likely to cause trauma-color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators' awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore "difficult" knowledge, instruction that acknowledges trauma in social studies classrooms is essential. Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction.

Teaching with film is not a new approach in the social studies classroom. Different publications, such as Hollywood or History, have bridged the gap with challenges attached to using historical film and engage students through inquiry, not entertainment. To continue with the Hollywood or History strategy, this text uses television shows (sitcoms) to brings issue-centered curriculum to middle and high school classrooms. By exploring issues in specific episodes, students can learn the history behind an issue, relate it to their lives, and develop an informed decision associated with the issue. The College, Career, and Civic Life (C3) framework is an integral part to the exploration of issue-centered curriculum. In each chapter, the students will work through the four dimensions and develop critical thinking, reading, and writing skills. My hope is that this text can play a small role in walking practicing teachers through the C3 framework while allowing students to learn about issues that affect society and the communities where they live.